TEACHERS’ ATTITUDES, READING CULTURE AND SECONDARY SCHOOL STUDENTS’ PERFORMANCE IN ENGLISH LANGUAGE IN AKUNGBA AKOKO

ABSTRACT This study explores the influence of teachers' attitudes and students' reading culture on the performance of secondary school students in the English language in Akungba-Akoko, Ondo State, Nigeria. The English language, as a medium of instruction and a core subject, plays a pivotal role in academic success and national cohesion. However, persistent underperformance in English language examinations among students, particularly in rural areas like Akungba-Akoko, raises concerns about the contributing factors. The study employed a descriptive survey design, with data collected from 20 English language teachers across five secondary schools using a structured questionnaire. The findings revealed that teachers' positive attitudes, including creating inclusive classroom environments, demonstrating passion for teaching, and maintaining high expectations, significantly enhance students' performance. Additionally, a strong reading culture among students was found to improve communication skills, critical thinking, and overall language proficiency. The combined effect of supportive teacher attitudes and a robust reading culture was shown to foster better academic outcomes, while negative attitudes and poor reading habits hindered performance. Based on the results, recommendations include regular teacher training, student-centered teaching approaches, and the promotion of reading-friendly environments in schools. The study underscores the need for collaborative efforts among teachers, parents, and policymakers to address these challenges and improve English language education. Keywords: Akungba-Akoko, English language, performance, reading culture, secondary schools, Teachers' attitudes.